초록 열기/닫기 버튼
This study has attempted to explore a desirable direction for English evaluation in the future. In exploring into this, it surveyed the history of the English Domain of College Scholastic Ability Tests (CSAT) for the last 20 years. On the basis of these transition processes, it discussed the merits and the demerits of the CSAT that has had effects on English education and Korean society. Through these discussions and taking consideration into the changes of educational and social environment such as the introduction of criterion-referenced evaluation into the English Domain of CSAT in 2018 school year and the rapid developments of Information Communication Technology (ICT) in recent years, this study has proposed a new paradigm of English education from which the three directions for English evaluation in the future can be derived: the shift from the norm- referenced to the criterion-referenced evaluation, from the evaluation of learning to the evaluation for learning, and from the collective and uniformed evaluation to the individual and diversified evaluation based on the ICT.
키워드열기/닫기 버튼
College Scholastic Ability Tests, English evaluation, criterion-referenced evaluation, norm-referenced evaluation, evaluation for learning
